Faculty beliefs of curriculum and the contexts in which they enact those beliefs in practice

Curriculum, and the teaching and learning that stem from it, is at the heart of each higher education institution. Faculty have the responsibility for developing curriculum in higher education contexts, yet little is known about the beliefs faculty hold of curriculum that underpin how they engage in the curriculum development process. Using qualitative methodology and Grundy's (1987) theory of curriculum as product, curriculum as practice, and curriculum as praxis as a conceptual framework, this study explored the following research question with eleven faculty participants: What are faculty beliefs of curriculum and in what contexts do they act on those beliefs?Findings reveal faculty hold a myriad of deeply held beliefs about curriculum. They associate curriculum with their own courses, as well as with their academic programs or majors. Faculty beliefs center on the process of teaching and learning and the transformative possibility of the curriculum for students. They outlined both philosophical and practical goals for student learning, including preparing students for their lives as critical thinkers and engaged citizens, while also instilling applied skills to use in the workplace. Faculty enacted their beliefs when engaging in individual and/or group curriculum development work, and through pedagogy, teaching, and assessment. Faculty also discussed challenges to enacting curriculum and outlined administrative barriers, access to large-scale curriculum processes, tensions between teaching, research, and service responsibilities, and department culture. The discussion addresses these themes and includes recommendations for future research to examine the relationship between faculty beliefs of curriculum and accreditation bodies, the impact of department culture, faculty appointment type, and the COVID-19 pandemic on how faculty enact their beliefs of curriculum. Suggestions for practice include more training for faculty to engage in curriculum development work, more self-reflection opportunities, and recognition of curriculum-related work in the reappointment, promotion, and tenure process.